Dual-language narrative intervention outcomes for a bilingual adolescent with down syndrome. Issue 4 (2nd October 2021)

• Record Type: Journal Article
• Authors: Gorman, Brenda K.; Martinez, Guadalupe; Pina Garcia, Lindsay
• Is Part Of: Bilingual research journal. Volume 44:Issue 4(2021)
• Page Start: 444
• Page End: 465
• Publication Date: 2021-10-02
• Subjects: Education, Bilingual -- United States -- Periodicals; Minorities -- Education -- United States -- Periodicals; Languages, Modern -- Study and teaching -- United States -- Periodicals; 370.1175097305
• DOI: 10.1080/15235882.2021.1999340
• Languages: English
• ISSNs: 1523-5882

Abstract

ABSTRACT: The goal of this investigation was to address gaps in the literature regarding dual-language learning in children with Down syndrome (DS). The investigators examined the outcomes of a dual-language narrative intervention and cross-language transfer in a bilingual (Spanish-English) adolescent with DS. Results revealed moderate to large effects in narrative macrostructural skills, with bi-directional cross-language transfer, and no secondary change in microstructural skills. With gains in both languages, findings indicated that the participant benefitted from the dual-language condition, thereby contributing to the emerging evidence base needed to support professionals and families as they engage in instructional decision-making for children with DS.